Task: SOCI5270 Contemporary Sociological Theory Essay Assessment 2026 | University of Kent

SOCI5270 Contemporary Sociological Theory Essay Assessment 2026 | University of Kent

SOCI5270 Essay Assessment

1. Please choose one of the essay questions below and explain your answer by comparing at least TWO of the following sociological theorists or theoretical perspectives:

  • The Frankfurt School of Critical Theory
  • Symbolic Interactionism or Ethnomethodology
  • Norbert Elias
  • Michel Foucault
  • Postcolonial theory
  • Intersectionality or Interspecies theories
  • Pierre Bourdieu
  • Global & cosmopolitan social theory

2. What constitutes power and how does power function in society?

The maximum word count for this assessment is 3,000 words.

Further details and advice for this assessment can be found in the Research Project Assessment Brief, available on Moodle.

Learning Outcomes

On successfully completing the module, students will be able to:

1) Interpret the range of key sociological theories and concepts as featured in contemporary arenas of debate

2) Apply key concepts to the phenomena that sociological theorists seek to explain

3) Apply the main methods of critically examining the contexts and problems for which sociological theories are developed

4) effectively communicate the theorists that are recognised as of ‘contemporary’ relevance to sociology

5) critically analyse how theoretical ideas are shaping the discipline of sociology and their limitation

A6001C17 Advances in Animal Production Science Assignment Brief 2026 | Harper Adams University A6001C17 Assignment Brief

A6001C17 Advances in Animal Production Science Assignment Brief 2026 | Harper Adams University

A6001C17 Assignment Brief

Module name and code: Advances in Animal Production Science A6001C17

Title of assignment: Research Grant Proposal

Project Title

Include a descriptive title of the project. This can be identical to that stated in the assignment brief or can be more specific, but must not be a new topic.

Background/Existing Knowledge And Rationale

Evaluate the scientific/technical challenge and relate this to existing knowledge in this subject area. Consider what is already known and where there are gaps in knowledge (if relevant). This section should lead nicely into the aims and objectives below. Use references to support your statements.

Aims And Objectives Of The Project

State clear aim and objectives. An aim should broadly state the overall purpose of the research. Objectives are specific statements that describe the tasks required to achieve the aim. For example whilst a research aim may be to “Determine the effect of full-time indoor housing on sheep parasitic disease”, the research objectives may be to 1) assess the prevalence of parasite burden in sheep housed indoor or outdoor through faecal egg counts 2) use laboratory techniques to identify the common parasitic infections in sheep housed indoor or outdoor 3) monitor the use of anthelmintics in sheep housed indoor or outdoor.

Research Plan And Methodology

Describe the experimental approach that you will use to tackle this problem. Include the size of the experimental groups as well as (where relevant) the treatments for each group and what will be measured/assessed. Where relevant also include the equipment used to collect data e.g. for behaviour monitoring, semen assessment or analysis of feeds.

There is no need to give full methodology of protocols. There is no need to include the statistical analysis methodology though it is important to ensure your experiment is designed in such a way that the data could be reliably analysed and interpreted.

You can assume for the purpose of this section that:

  • You have full ethical and home office approval to use animals in your research model if the project requires the collection of biological samples (tissue, blood, semen, rumen fluid etc), surgical procedures, use of therapies (e.g. antimicrobials/vaccines/genetic engineering) or change in diet.
  • The maximum funding available is uncapped.
  • Technical ability and infrastructure are available to you as a researcher.
  • Remember, as outlined in the brief this should be a 1-2 year project and as such this section should be achievable within this timeframe.

Where relevant use references to support your experimental design and methodologies.

Impact And Benefits

Assess the potential impact and benefits of the project. Identify the industry/market in which the innovation/research findings will be applied and how they will benefit e.g. economically, through improvements in animal health, productivity and welfare, through advanced knowledge that will aid the development of novel technologies/ new management strategies and so forth.

This should link back to the initial research challenge identified in your introduction – what impact will this research have to help overcome that challenge?

Use references to support your claims.

Reference List

There is no page limit or word limit for this section. Ensure your reference list follows the Cite Them Right Harvard guidelines for Harper Adams University.

Harper Adams University Agriculture With Animal Science (Top-Up) Assignments 2026 Module Specification

Year Course Name Course Code
Year 1 Honours Research Project HRPROJC17
Year 1 Research Methods C5005C17
Year 1 Sustainable Animal Production Systems A6022C17
Year 1 Advances in Animal Production Science A6001C17
Year 1 Animal Improvement and Bioethics A6019
Year 1 Food Animal Processing and Manufacture F6008C17

You must demonstrate the ability to: Apply core sociological perspectives on health, illness, and care L03 Describe salient social factors influencing health experiences and outcomes

Conclusion
Summarise key insights
Reflect on implications for practice, policy, and future learning
References
Minimum of 6 academic sources
Use Harvard referencing style throughout
Assessment Criteria
Learning Outcome
L01
LO2
You must demonstrate the ability to:
Apply core sociological perspectives on health, illness, and care
L03
Describe salient social factors influencing health experiences and outcomes
L04
Recognise health inequalities and disparities in accessing care
L05
Explain the role of institutions and professionals in shaping health narratives
Use critical thinking to analyse health and social care issues
Submission Details
Word Count: 2,500 words (±10%)
Submission Method: Online via Turnitin
Late Submissions:
Accepted up to 72 hours with a penalty (maximum mark: 40%)
Beyond 72 hours: Not accepted unless approved via the Extenuating Circumstances Panel

  • Extension Requests: Must be submitted at least five working days before the deadline
    Declaration (Include on Title Page)
    "I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited."

Researched Argument Assignment Sheet  The Assignment In this 6–8-page essay, you will be crafting a researched argument that calls on you, the writer, to identify an arguable issue of your choice.

Researched Argument Assignment Sheet

 The Assignment

In this 6–8-page essay, you will be crafting a researched argument that calls on you, the writer, to identify an arguable issue of your choice. After identifying your issue, take a position on it. Are you for the issue? Against the issue? For the issue with exceptions? Against the issue with exceptions? Remember that things are not always black and white, and likely, after doing some research, your stance will change slightly. Don’t shy away from this change if it happens!

Use scholarly, reputable sources to back up your position on the issue. For this paper, you will be required to have 3-4 scholarly sources. They should be academic, scholarly, reputable sources that pass the CRAAP test.

At some point in your essay, you will consider and respond to a perspective that will conflict with or challenge your own through a rebuttal and counterargument. Use scholarly, reputable sources to back up your consideration of the opposing viewpoints as well. This shows that you have truly researched both sides of the issue.

 

Conclude by calling your reader to action. You’ve told us why this is an important issue within the body of your paper. Now, tell your readers why they should join you on your quest to persuade others on this topic. Where can we go from here to create change? 

 

Purpose

The purpose of this assignment is to utilize the skills you’ve been building thus far in EN-180 (close reading, summary, analysis, synthesis, and research) to aid in your craft of an extended persuasive argument. In this paper, you must be able to articulate a strong claim (thesis statement) that has been developed throughout the drafting and revision process. This is important because thinking critically prepares you to understand and respond to the many controversial issues you will encounter in your personal and professional lives.

 

Audience

The Researched Argument’s audience will be those interested in the argument. However, your target audience is those who disagree with you. You should tailor your paper to address those who directly oppose the stance you are taking.

 

For example, if I were writing my researched argument with a stance that opposes the applicability of “all lives matter” as a response to “Black Lives Matter,” I would be framing the argument for those who believe that saying “all lives matter” is an appropriate response to the BLM movement. When doing this, I will be carefully and respectfully noting that I see the point they are trying to make, but that it is (again, respectfully) helpful to neither the movement nor their own position to use this rebuttal. As the writer, I will be aware that those who support the Black Lives Matter movement will be reading the essay (as they will want to hear what others are saying and gain more knowledge about the issues at hand), but it is the opposition that the essay will be targeting.

 

Stance

 

Your stance will be front and center here. You will be taking a side (for or against something). However, you will also be considering the opposing point of view as you write. To write a convincing argument, you want to show those whom you are trying to convince that you have considered their viewpoint but have discredited it due to reasons you will list throughout the paper. It is a rhetorical choice that will appeal to the emotion of the reader, helping them to read not out of anger (or already looking for all the ways to discredit you as the author), but with open eyes.

 

Goals:

·          Participate in and contribute to the larger conversation around your topic.

·          Understand research as inquiry-based – as that which evolves from informed, well-crafted questions.

·          Understand that argument is rhetorically complex and not reducible to pro/con positions.

·          Articulate a claim and support it with relevant, timely evidence.

·          Acknowledge counterclaims while maintaining control of your argument.

·          Select and balance a variety of sources that relate to your argument.

·          Integrate source material by quoting, paraphrasing, and summarizing.

·          Develop and sustain an idea through a well-organized, thesis-driven essay supported with relevant evidence and examples.

·          Demonstrate reasonable sentence-level control, including syntax and grammar competency, and cite source material using citation conventions.

 

 

Format

6-8 pages

12-point, Times New Roman font

Double Spaced

1” Margins

MLA format (heading, title, page numbers, works cited page)

Word Document

 

PS3002 Assignment Topics Please choose one of the topics below. Please note that if you are repeating this subject, you cannot choose the same topic that you did previously in this subject. patellar

PS3002 Assignment Topics
Please choose one of the topics below. Please note that if you are repeating this subject, you cannot choose the same topic that you did previously in this subject.
patellar tendinopathy
instability of the lumbar spine
hamstring strain
peroneal tendinopathy
hip – labral tear.
hip osteoarthritis
patellofemoral instability
ankylosing spondylitis
anterior cruciate ligament rupture (conservative management)
quadriceps strain
posterior cruciate ligament rupture (conservative management)
insertional tendo-achilles tendinopathy
medial ligament knee injury
medial meniscus tear (knee)
knee osteoarthritis
lateral meniscus tear (knee)
superior tibio-fibular joint sprain
ankle lateral ligament sprain
tibialis posterior tendinopathy
lumbar facet dysfunction/sprain
flexor hallucis tendinopathy
antero-lateral impingement of the ankle
postural pain/syndrome lumbar spine
adductor strain
osteoarthritis of the 1st MTP joint

PS3002 Assignment Topics
hamstring origin tendinopathy
SI joint pain during pregnancy
piriformis syndrome
Lumbar discogenic pain
Osgood Schlatters
trochanteric bursitis
tibialis anterior tendinopathy
plantar fasciitis
hip impingement
lower leg compartment syndrome
inferior tibio-fibular sprain
Ilio-psoas bursitis
Anterior cruciate ligament – post-surgical reconstruction
Talipes Equinovarus
Patello-femoral OA
Knee arthroplasty
Hip arthroplasty.

NURS2018 Building Healthy Communities through Impactful Partnerships Assessment Title A1: Foundations of Community Health Promotions Project Assessment

Assessment Brief 1 Assessment Details Unit Code Title NURS2018 Building Healthy Communities through Impactful Partnerships Assessment Title A1: Foundations of Community Health Promotions Project Assessment Type Project Due Date Week 4, Monday, 22nd of September 2025, 11:59pm AEST Weight 40% Length / Duration 1200 words Individual / Group Individual Unit Learning Outcomes (ULOS) This assessment evaluates your achievement of the following Unit Learning Outcomes:

ULO1: Describe partnership models of care for nursing with particular reference to working with vulnerable populations. ULO2: Appraise the impact primary health care principles have on health outcomes locally, nationally, and internationally. ULO3: Develop communication and cultural safety skills that contribute to impactful partnerships, particularly with vulnerable populations and those living in areas of rural and remote Australia. GenAI Use Level Level 2. Purpose-Specific GenAI Use Permitted Task Description For this assessment,

As a dual-qualified exercise scientist and nutritionist, you have recently started a job that involves running a healthy aging program for adults over 70 years. This program includes providing general nutrition recommendations on healthy eating, inclu

Assessment 2 – Report (1200 words, 30%)
Purpose
To demonstrate an understanding of the purpose and application of evidence-based dietary advice and guidelines
Learning objectives
1.
Review and analyse the role and function of macronutrients, micronutrients and functional components of food in maintaining health
2.
Understand digestion, absorption and metabolism of food in the human body and its relation to determining the nutritional status of individuals
3.
Evaluate the concept of energy balance and analyse the role of diet in maintaining this
4.
Reflect critically on factors influencing food choices and behaviours and the ability to influence these to promote health
5.
Apply Australian evidence-based dietary guidelines and nutrition requirements to support population health
Task
Choose one of the topics provided and prepare a brief 1200-word report
Submission details
Submission details
Submit your assessment as one document via Learnline.
Submit as a word document (or similar format)
The file name should be:
Surname_firstname_student number_NUT301_Assessment 2
Assessment requirements
APA 7 referencing conventions must be used
Refer to the assessment rubric for further guidance.
Topic 1:
As a dual-qualified exercise scientist and nutritionist, you have recently started a job that involves running a healthy aging program for adults over 70 years. This program includes providing general nutrition recommendations on healthy eating, including menu plans that align with current dietary guidelines and evidence-based nutrition recommendations.
You are currently reviewing the menu plan resources and have noticed that faux meat is recommended as the only protein source. As you are updating these resources, you need to review the evidence between faux meat and healthy aging. Prepare a 1200-word report that provides evidence-based recommendations and rationale about including only faux meat in your program menu plans.
Topic 2:
As the head of the health and physical education department at a local high school, you are involved in supporting a school breakfast program. The program ensures all students have a healthy and nutritious breakfast to support them in growing and learning well and aims to align with current dietary guidelines and evidence-based nutrition recommendations.
In a recent meeting, a parent from the school’s parents committee requested that all dairy options be removed from the breakfast program and, instead, only offer plant-based alternatives. You will need to review the evidence between plant-based alternatives and adolescent development and health. Prepare a 1200-word report that provides evidence-based recommendations and rationale about including only plant-based alternative dairy options in the school breakfast program.
Tips to help you prepare for your assessment:

Review learning content, including tutorial recordings and activities

Review the relevant resources provided to you including
o
The current Australian Dietary Guidelines
o
Eat for Health Educators Guide

Ensure you are familiar with APA 7 referencing
o
Home – CDU APA Referencing – Subject guides at Charles Darwin University
o
Please use reputable sources for your assessment

Review learning materials from Week 1 – 9
Recommended structure:

Introduction: introduce the topic and provide context. You should introduce the age group you are focusing on and identify key nutritional considerations. (~200-250 words)

Main body: your review of the latest evidence relating to your chosen topic. This should include multiple paragraphs. (~750-800 words)

Recommendations: outline your recommendations and brief rationale based on your review of the current evidence. You may wish to present your information in dot point form or in a table. (~100-150 words)

Conclusion: provide a brief summation of evidence and recommendations. This should be 2-3 sentences long. (~150)
NB tables and figures can be utilized to represent information and do not count towards your word count
NUT301
Assessment 2 Report Rubric
High Distinction
(85-100%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(0-49%)
Knowledge
25% of total grade
Mastery of content within the
field of study, including exceptional understanding of nutrition priorities in target group.
Substantial knowledge of
fundamental concepts in the
field of study, including
very good understanding of nutrition priorities in target group.
Good knowledge of
fundamental concepts in
the field of study, including understanding of nutrition priorities in target group.
Adequate knowledge of
fundamental concepts in the
field of study, however inconsistencies in understanding of nutrition priorities in target group.
Deficiencies in
understanding the
fundamental concepts in the
field of study
Critical analysis
25% of total grade
Demonstrates expert and critical evaluation of
data, cases, problems and their
solutions and implications
Demonstrates critical evaluation of data,
cases, problems and their
solutions and implications
Demonstrated a considered evaluation of
data, cases, problems and
their solutions and
implications
Identifies data, cases,
problems and their solutions
and implications
Inability to identify data,
cases, problems and their
solutions and implications
Researching and utilizing the literature effectively
20% of total grade
Insightful, well considered comprehension of texts, resources and readings which align with and support statements.
Proficient comprehension of texts, resources and readings with well-chosen connections which support statements.
Developing comprehension of texts, resources, and readings. Most statements supported by evidence.
Attempt at comprehension of texts, resources and reading. Statements are not always supported by evidence. Reliance on quotations rather than interpreting meaning through paraphrasing.
Minimal engagement with texts, resources, and readings. Sources not relevant to the topic. Overuse of quotations and/or evidence of plagiarism.
Communication (organisation of ideas, punctuation, spelling and grammar)
20% of total grade Masters the conventions of the discipline to communicate at an expert level, including very clear and concise writing, well developed ideas and minimal errors in grammar, punctation and spelling.
Uses the conventions of the discipline to communicate at a professional level, including clear and concise writing, mostly well-developed ideas and a few errors in grammar, punctuation and spelling
Uses the conventions of the discipline to communicate at an effective level, with somewhat concise writing and consistent errors in grammar, punctuation and spelling
Uses some of the conventions of the discipline to communicate appropriately, with consistent in writing, grammar, punctuation and spelling
Communicates information
or ideas in ways that are
frequently incomplete,
confusing and not
appropriate to the
conventions of the discipline.
Referencing
10% of total grade
Mastery of academic conventions, including citation, referencing and formatting and adherence to requirements
Few or inconsistent errors in academic conventions, including citation, referencing and formatting and adherence to requirements
Some minor or consistent errors in academic conventions, including citation, referencing and formatting and adherence to requirements
Numerous minor or consistent errors in academic conventions, including citation, referencing and formatting and adherence to requirements

HPSYSD101_Assessment 2_20240603 Page 1 of 7 ASSESSMENT 2 BRIEF Subject Code and Title HPSYSD101 The Evolution of Psychology Assessment Task Annotated Bibliography Individual/Group Individual Length 2,000 words

HPSYSD101_Assessment 2_20240603 Page 1 of 7 ASSESSMENT 2 BRIEF Subject Code and Title HPSYSD101 The Evolution of Psychology Assessment Task Annotated Bibliography Individual/Group Individual Length 2,000 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Examine the significant figures, events and ideas present in the history of psychology. c) Identify and relate the key proponents of psychology in the context of social, cultural and historical events. d) Communicate knowledge of psychological research using academic writing conventions. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.1 (Week 7). Weighting 40% Total Marks 100 marks Assessment Task For this assessment, you are required to explore and evaluate current academic sources discussing significant figures, events and ideas in the history of psychology. You are to then critically evaluate and analyse five (5) peer-reviewed journal articles or book chapters on this topic and construct a 2,000-word (+/- 10%) annotated bibliography. Please refer to the Instructions for details on how to complete this task. Context Compiling an annotated bibliography allows you to critically evaluate the literature on a topic of interest by providing an overview of selected academic sources. This assessment is designed to help you to map academic sources related to significant figures, events and ideas present in the evolution of psychology. Reviewing the history of psychology and the historiographic debate concerning the discipline’s progress from philosophical foundations to its scientific areas will allow you to establish a sound foundation for understanding this discipline. Through the process of identifying and evaluating HPSYSD101_Assessment 2_20240603 Page 2 of 7 relevant academic sources, you will develop proficiency in applying this knowledge in future professional situations where the ability to analyse and synthesise information will be highly valued. The information and sources you employ in this assessment will lay the foundation for your final assessment (Assessment 3: Biographical Case Study Essay) in this subject. Instructions Your annotated bibliography should contain a brief overview and evaluation of the literature on a particular psychological school, figure or debate that contributed to the evolution of psychology into a scientific discipline. To complete this assessment task, you must use five (5) academic references, including peer-reviewed journal articles or book chapters, selected from those available in the library. Please follow the steps below to create your annotated bibliography: Step 1: Select a topic You need to select a topic that you want to research and explore. This can be a particular psychological school, figure or debate in the psychology histography. Note: in the next assessment (Assessment 3: Biographical Case Study Essay), you can use and build upon the literature you have reviewed for this assessment. Step 2: Library Research Draw upon the skills you have acquired from the academic skill session offered in Module 3.1 to search for academic sources via Torrens library. For guidance on how to create an annotated bibliography, you can utilise the following resources: Torrens University Australia. (n.d.). Library how-to videos. https://library.torrens.edu.au/howtovideos Torrens University Australia. (n.d.). Annotated bibliographies [Video]. https://library.torrens.edu.au/academicskills_ap/annotatedbibliographies Step 3: Select five sources Identify five (5) sources from your library search. Consider the following in selecting the sources that you want to include:

Does the source cover your selected topic in depth or only tangentially? Have you selected a range of sources that will provide a variety of perspectives on the topic you have selected? Step 4: Compile your annotated bibliography Your annotation of each source should be approximately 400 words, including the citations. Construct your annotated bibliography using the following structure: a) Citation: The citation should be formatted according to the current APA 7th guidelines (see https://library.torrens.edu.au/ld.php?content_id=49180373). b) Summary: HPSYSD101_Assessment 2_20240603 Page 3 of 7 What is the article about? What are the main arguments or ideas presented by the author(s)? Describe the research methodology used in the source. If a methodology is not specified, note it in your annotation. c) Relevance of resource: How does the source relate to your selected topic? d) Evaluation of resource: How does this source contribute to your understanding of the evolution of psychology as a scientific field? What are the strengths or limitations of the source? How does the source compare to the other sources you have used? Does it agree with or contradict your other sources? e) Conclusions made by author(s): What are the conclusions made by the author(s)? Step 5: Format your assessment Use 1.5 line spacing, a wide left margin, a standard 12-point font (Times New Roman, Calibri or Arial), left-align the body text and include page numbers. Your assessment must be written in your own words. Please do not use direct quotations unless necessary (if used, they must be formatted/cited in APA 7th style), instead, try to paraphrase the relevant information. Academic sources are required, as detailed on page 2 of the Torrens University Australia Academic Writing Guide. In-text citations are included within the word count; however, the reference list is not included in word count. Please refer to the Assessment Rubric for the assessment criteria. Referencing It is essential that you use APA 7th edition for citing and referencing the sources that you use. Please see the Academic Skills webpage for more information on citing and referencing guidelines. Submission Instructions Submit your Assessment 2: Annotated Bibliography in one Word document via the Assessments link in the main navigation menu in HPSYSD101 The Evolution of Psychology site. Please label your assessment using the following naming convention: HPSYSD101_LastName_FirstNameInitial_Assessment_2.docx (e.g., HPSYSD101_Miller_G_Assessment_2.docx) Your Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. HPSYSD101_Assessment 2_20240603 Page 4 of 7 Academic Integrity All students are responsible for ensuring that all work submitted is their own, is academically written and appropriately referenced following the Academic Writing Guide. Students also need to have read and be aware of the Torrens University Australia Academic Integrity policy and procedures and the subsequent penalties for academic misconduct. These are available online. Students must also keep a copy of all submitted material and any assessment drafts. Special Consideration To apply for special consideration for a modification to an assessment task or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. HPSYSD101_Assessment 2_20240603 Page 5 of 7 Assessment Rubric Assessment Attribute Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Correct citation and referencing of academic and relevant resources. Total Percentage for this Assessment Attribute = 20% Demonstrates inconsistent use of academic and relevant resources to support and develop ideas. Includes less than 5 sources. Referencing is omitted or does not resemble APA 7th referencing style. Demonstrates limited use of academic and relevant resources to support ideas, but these are not always well-developed. Includes 3 to 5 sources. Some of the in-text citations and/or reference list entries follow APA 7th guidelines; however, there are frequent or repeated errors. Demonstrates adequate use of academic and relevant sources to support developing ideas. Includes 3 to 5 sources. The majority of the in-text citations and reference list entries follow APA 7th uidelines; however, there are occasional errors. Demonstrates thorough use of academic and relevant resources to support well- developed ideas. Includes at least 5 sources. The majority of the in-text citations and reference list entries follow APA 7th uidelines; there are only minor citation and referencing errors. Demonstrates excellent use of academic and relevant resources to support highly-developed ideas. Includes 5 or more sources. All the in-text citations and reference list entries follow APA 7th guidelines; there are no citation or referencing errors. Summary, methodology and relevance to topic Total Percentage for this Assessment Attribute = 30% The summary fails to accurately identify the most important information, ideas and data. The description of the methodology used by the author(s) is either missing or superficially examined. No conclusions are derived concerning the source’s relevance to the selected topic. The summary identifies some of the most important information, ideas, and data. The description of the methodology used by the author(s) is present but basic. There are limited and basic conclusions concerning the source’s relevance to the selected topic. The summary adequately identifies the most important information, ideas and data presented. The description of the methodology used by the author(s) is evident, but additional details and/or evaluation is needed. There are evident conclusions concerning the source’s relevance to the selected topic, but The summary clearly and correctly identifies the most important information, ideas and data. The description of the methodology used by the author(s) is detailed and clear and provides a good evaluation. There are detailed and clear conclusions concerning the source’s relevance to the selected topic, providing a good reflection. The summary clearly and correctly identifies the most important information, ideas and arguments and demonstrates an exceptional capacity for synthesis. The description of the methodology used by the author(s) is detailed, clear and precise; it provides an insightful and thoughtful level of evaluation. HPSYSD101_Assessment 2_20240603 Page 6 of 7 additional details and/or evaluation is needed. There are detailed, clear and precise conclusions concerning the source’s relevance to the selected topic, providing insightful personal reflection. Evaluation and conclusion Total Percentage for this Assessment Attribute = 40% The discussion about the source’s contribution to the understanding of the history of psychology is either missing or superficial. No6 strengths or limitations of each source are identified. A comparison to other sources is missing. The discussion of conclusions reached by the author(s) is missing, exceedingly minimal or ambiguous. The discussion about the source’s contribution to the understanding of the history of psychology is present but basic. Some of the strengths and limitations of each source are identified but they are too basic and lack detail. A comparison to other sources is present but is limited and basic. The discussion of conclusions reached by the author(s), is present but too basic. The discussion about the source’s contribution to the understanding of the history of psychology is evident, but additional details and/or evaluation is needed. The strengths and limitations of each source are identified but more detail is needed. A comparison to other sources is evident but additional details are needed. The discussion of conclusions reached by the author(s) is evident, but additional details and/or evaluation is needed. The discussion about the source’s contribution to the understanding of the history of psychology is detailed and clear and provides good observations. The strengths and limitations of each source are identified and are detailed and clear. The comparison to other sources is detailed with agreements and/or contradictions between sources identified. The discussion of conclusions reached by the author(s) is detailed and clear and provides a good evaluation. The discussion about the source’s contribution to the understanding of the history of psychology is detailed, clear and precise and provides insightful personal observations. The strengths and limitations of each source are identified and are detailed, critically evaluated and insightful. The comparison to other sources is detailed and includes a critical evaluation of agreements and/or contradictions between sources. The discussion of conclusions reached by the author(s) is detailed, clear and precise and provides an insightful and thoughtful level of evaluation. HPSYSD101_Assessment 2_20240603 Page 7 of 7 Effective communication (written) Total Percentage for this Assessment Attribute = 10% Presents information which is not clearly organised or easy to follow. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and logical sequence that render information, arguments and evidence unclear and illogical. Does not use relevant psychology terminology. There are numerous errors in spelling, grammar and/or punctuation. Communicates in a mostly readable manner that largely adheres to the given format. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Uses little relevant psychology terminology. There are some errors in spelling, grammar and/or punctuation. Communicates in a coherent and readable manner that adheres to the given format. Meaning is mostly easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Uses some relevant psychology terminology. There are occasional errors in spelling, grammar and/or punctuation. Communicates coherently and concisely in a manner that adheres to the given format. Meaning is easy to follow. Information, arguments and evidence are well- structured and sequenced in a way that is clear and logical. Uses mostly relevant psychology terminology. There are minor errors in spelling, grammar and/or punctuation. Communicates coherently, concisely and creatively in a manner that adheres to the given format. Meaning is easy to follow. Information, arguments and evidence are insightful and persuasive. Consistently uses relevant psychology terminology.

HOS203 Contemporary Accommodation Management Semester 1, 2026 Assessment 1 – Individual Case Study Analysis Report (10%) Submission Deadline: This Week, at 11:59 pm (Week 4) Overview of this Assignment For this assess

HOS203 Contemporary Accommodation Management
Semester 1, 2026
Assessment 1 – Individual Case Study Analysis Report (10%)
Submission Deadline: This Week, at 11:59 pm (Week 4)
Overview of this Assignment
For this assessment, students are required to analyse an assigned case study about hospitality industry relevant regulations and/or operational and accreditation failures of a hospitality organisation. Students must research all aspects of the assigned case and write their findings in 800 words.
Purpose of this Assignment The purpose of this Individual Case Study Analysis Report is to develop students’ ability to critically analyse real-world operational and regulatory challenges within the resort and hotel industry. Demonstrate Achievement of these Learning Outcomes ULO 1. Explain key areas of the resort and hotel industry and their operational needs; ULO 2. Identify hotel and resort relevant regulatory bodies, their accreditation guidelines and star ratings as they are applied in varied environments;
Southern Cross Institute,
Level 2, 1-3 Fitzwilliam Street, PARRAMATTA NSW 2150 & Level 1, 37 George Street PARRAMATTA NSW 2150
Tel: +61 2 9066 6902 Website: www.sci.edu.au
TEQSA Provider No: PRV14353 CRICOS Provider No: 04078A
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Task Description: To complete this assessment, students are required to include: a) Case Study Overview and Key Issues (300 words) ● Identify key areas of the resort/hotel industry affected (e.g., front office, housekeeping, food & beverage, safety compliance). ● Explain the impact of these failures on the organisation’s operations, customer experience, and reputation. b) Regulatory and Accreditation Analysis (300 words) ● Identify relevant hospitality regulatory bodies and their role in ensuring compliance. ● Explain applicable accreditation guidelines and star rating systems. ● Analyse how the organization in the case study failed to meet regulatory and accreditation standards, and the consequences of non-compliance. c) Recommendations and Best Practices (200 words) ● Provide at least two recommendations for improving operational efficiency and maintaining compliance. ● Suggest best practices for avoiding similar failures in the future, with reference to industry standards and regulations. Word Count ● Length: 800 words (excluding the reference list) (± 10%) ● A 10% penalty will be applied for assignments exceeding or below the recommended word limit.
Other requirements ● You can upload a MS Word or PDF file. ● Presentation Format: 12-point Arial or Times New Roman, 1.5 line spacing, with page numbers inserted bottom right; includes headings/sub-headings. Southern Cross Institute,
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Citation and Referencing (APA 7) The assignment should show evidence of research, with references from relevant academic journals. You should have at least FOUR (4) different peer-reviewed academic articles and use them as the foundation for each part of your report. Do not use Wikipedia as a reference source. Unless it is a generic theory/model, cited publications must be within the past 15 years.
All citations and references must adhere to APA 7 referencing style.
Assignment Submission, Return of Marked Assessment & Release of Marks The submission link allows for (3) three attempts, providing you with the opportunity to check text matching for unintended plagiarism. Based on the text-match report, revise your work as needed. Submit your revised work for course grading. Assignments with similarity percentages of 25% and above may indicate academic misconduct and should be revised before submission. The last submitted file will be the assessment that is marked. ● The assessment will be marked according to the marking criteria listed on the Assignment Marking Rubric. ● The marked assessment and feedback will be available via this page TWO weeks after submission of the assessment. ● Marks for all assessment items will be recorded and made available to students through Moodle Southern Cross Institute.
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Rubric for Assessment 1 – Individual Case Study Analysis Report (10%)
Fail (0 – 49%)
Pass (50-64%)
Credit (65-74%)
Distinction (75-84%)
High Distinction (85 – 100%)
Depth and credibility of research (30%)
You have not demonstrated that you have conducted enough research (e.g., insufficient references to credible sources), and/or you have relied on doubtful sources.
You have demonstrated that you have conducted enough research (e.g., based on the number of references to credible sources), and you have relied on credible sources.
The depth and credibility of your research is above average (based on the number and quality of your sources).
The depth and credibility of your research is very good (based on the number and quality of your sources).
The depth and credibility of your research is exceptional (based on the number and quality of your sources).
Critical Analysis (40%)
Your analysis is unreasoned and/or poorly reasoned (e.g., because it relies on unsupported assumptions or misunderstands the theories and concepts applied).
Your analysis is mostly logical and well-reasoned.
Your analysis is logical and well-reasoned to an above-average standard.
Your analysis is logical and well-reasoned to a very good standard.
Your analysis is logical and well-reasoned to an exceptional standard.
Structure and Organisation (15%)
Lacks coherent organisation and structure (within and/or between paragraphs/ sections). Structure is difficult to follow and confusing. Does not follow all of the structural requirements in the assessment instructions.
Structured well enough to make sense (both within and between paragraphs/ sections); could be better organised and more tightly focused upon the main points. Follows almost all of the structural requirements in the assessment instructions.
Sequence and structure are logical and easy to follow (both within and between paragraphs/ sections), good overall organisation and focus. Follows all of the structural requirements in the assessment instructions.
Sequence and structure are logical and easy to follow (both within and between paragraphs/ sections) with good connections between different themes or sections; good, clear and concise focus and organisation throughout. Includes all of the structural requirements in the assessment instructions.
Sequence and structure are expertly structured (both within and between paragraphs/ sections) and are used effectively to help integrate ideas and support logical argument. Excellent connections between different themes and sections; excellent, clear and concise focus and organisation throughout. Includes all of the structural requirements in the assessment instructions. Southern Cross Institute,
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Page 1 of 5, Language Use (15%)
Mostly unclear or confused expression. Multiple and/or major errors with spelling, grammar, and punctuation.
Clear enough to be understood; minor and few instances of confused or unclear expression. Spelling, punctuation, and grammar are acceptable but could be improved.
Language is generally sound and clear throughout. Spelling, grammar and punctuation are good with very few and minor errors.
Language is sound and clear throughout. Spelling, grammar and punctuation are very good with very few or minor errors. Demonstrates expressiveness, precision and clarity.
Powerful, confident and precise use of language that is sound and clear throughout. Spelling, grammar and punctuation are excellent. Demonstrates expressiveness, precision and clarity, plus mastery of style and tone. Southern Cross Institute,
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This assessment aims to deepen students’ understanding of the intersection between gender and economic policies during crises by critically analysing the gendered impacts of the Australian Government’s economic

Southern Cross Institute,
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HRM201 Human Resources Management
Semester 1, 2026
Assessment 2 – Individual Case Study Analysis Report
Submission Deadline: This Week, 11:59 pm (Week 6)
Assessment weighting – 30%
Purpose of this assessment
This assessment aims to deepen students’ understanding of the intersection between gender and economic policies during crises by critically analysing the gendered impacts of the Australian Government’s economic support measures during the COVID-19 pandemic. Specifically, the report should focus on the JobKeeper payment, JobSeeker supplements, and early access to superannuation schemes.
Demonstrate achievement of this learning outcome:
ULO 1. Explain how HRM theories positively influence organisational culture and practice
ULO 2. Apply HRM theories and practices for training and development of staff to enhance organisational performance
Task description:
To complete this assessment,
Students are required to critically analyse the gendered impacts of the Australian Government’s economic support measures during the COVID-19 pandemic, specifically students’ report should examine by focusing on the JobKeeper payment, JobSeeker supplements, and early access to superannuation. Evaluate how these policies influenced women’s employment and economic security. Assess whether these measures adequately addressed the unique challenges faced by women or contributed to gender disparities in the workforce. Propose alternative strategies to enhance women’s economic participation and mitigate long-term gender inequality.
1. Critical Analysis: Students are required to critically examine how the aforementioned government policies affected women’s employment and economic security during the pandemic. This involves evaluating the extent to which these measures supported or failed to support the unique needs of women in the workforce.
2. Evaluation of Policy Impact: Assess the effectiveness of these economic support measures in addressing the specific challenges faced by women. This includes determining whether the policies inadvertently contributed to widening gender disparities in the workforce or if they helped to mitigate existing inequalities.
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3. Proposal of Alternative Strategies: Based on their analysis, students are expected to propose alternative strategies or enhancements to existing policies that could better support women’s economic participation and reduce long-term gender inequality. These recommendations should aim to offer practical and feasible solutions to enhance gender equity in economic recovery plans.
Word count:
Length: 2000 words (excluding reference list) (plus/minus 10%)
A suggested length guide for your assessment (you can change this to suit your report structure):
• SCI Cover Page (Provided by the lecturer)
• Table of contents

Executive summary (Approx. 100 words)

Introduction (Approx. 200 words)

Body (Approx. 1100 words)

Recommendation (Approx. 500 words)

Conclusion (Approx. 100 words)

References
Executive Summary (Approx. 100 words)

Concisely summarise key findings on the impact of Job Keeper, JobSeeker, and early access to superannuation on women’s employment and economic security.

Indicate the adequacy of these measures in addressing the unique challenges faced by women during the pandemic.

Preview recommended strategies for improving gender equity.
Introduction (Approx. 200 words)

Set the context by explaining the impact of COVID-19 on global and national economies, focusing on Australian women.

Introduce the economic measures analysed: Job Keeper, JobSeeker, and early access to superannuation.

Outline the aim of the report to evaluate these measures and explore better alternatives for gender equality.
Body (Approx. 1100 words)
Impact Analysis:

Detail the specific effects of the pandemic on women’s employment statistics and job security.

Examine each policy’s role in either supporting or failing to support women during the crisis.
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Critical Evaluation:

Critically assess whether the economic support measures adequately addressed the challenges faced by women.

Discuss potential areas where policies exacerbated gender disparities.
Recommendation (Approx. 500 words)

Suggest actionable and evidence-based strategies to enhance women’s economic participation.

Propose modifications to existing policies or introduce new initiatives based on successful international practices.

Ensure each recommendation is practical and geared towards closing the gender gap in employment and economic security.
Conclusion (Approx. 100 words)

Summarise the importance of incorporating a gender perspective in economic policymaking.

Emphasise the broader benefits of the proposed recommendations for achieving economic health and social equity.
References

Compile a comprehensive list of all academic sources, government reports, and credible data used in the report.

Format references consistently according to academic standards – APA 7th edition
Other requirements

Upload an MS Word file.

Format: 12-point Arial or Calibri or Times New Roman, 1.5 line spacing, with page numbers inserted at bottom right.
Citation and referencing (APA 7th edition)
The assignment should show evidence of research, with references from relevant academic journals. You should have at least ten different peer-reviewed academic articles and use them as the foundation for each part of your report. Do not use Wikipedia as a reference source. Unless it is a generic theory/model, cited publications must be within the past 10 years.
All citations and references must adhere to APA 7th edition referencing style.
https://apastyle.apa.org/style-grammar-guidelines/references/examples
Assessment submission Guidelines
Before the due date, individual students are allowed three (3) submission attempts, providing an opportunity to check for unintended plagiarism using text-matching software. Individual student, review the similarity report together, make any necessary revisions, and
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ensure your final submission reflects the original work. If the similarity score is 30% or higher, collaborate to revise the content before making your final submission, as high similarity may indicate academic misconduct.
Please refer to the 201 HRM Unit Assessment Guide for additional information
https://elearning.sci.edu.au/mod/resource/view.php?id=35310
Academic Integrity and Misconduct
Students must submit original work and uphold academic integrity at Southern Cross Institute (SCI). The Academic Integrity Policy and Procedure outlines the principles of academic honesty and details the consequences of misconduct, including plagiarism, recycling, fabricating information, collusion, cheating in examinations, contract cheating, artificial intelligence tools, dishonest behaviour etc. SCI utilises Turnitin to encourage proper citation practices and to detect potential academic misconduct.
Ethical Use of Generative Artificial Intelligence (GenAI) Tools
Students are permitted to ethically use GenAI Tools for this assessment.
Refer to the Quick Guide for Students created by the Learning Support Team for best practices in using GenAI tools. While GenAI can assist with idea generation, structuring, and drafting, students must carefully review, paraphrase, and properly reference any AI-generated content if used. Overreliance on AI may raise academic integrity concerns such as fabricating information.
Creating a reference to ChatGPT or other AI models and software
As per American Psychological Association (2020), the reference and in-text citations for ChatGPT are formatted as follows:
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)
Note: Although here we focus on ChatGPT, they can be adapted to the use of other large language models (e.g., Bard), algorithms, and similar software.
Please refer to the HSM204 Unit Assessment Guide for additional information
https://elearning.sci.edu.au/mod/resource/view.php?id=35310
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CASE STUDY
Introduction
Women workers in Australia were disproportionately impacted by the COVID-19 pandemic in 2020. The global economic and health crisis, unprecedented in depth and scale (Pazarbasioglu and Kose, 2020), exposed and compounded gendered asymmetries in paid and unpaid labour, and revealed the gendered nature of workforce policy settings. In contrast with past economic crises, women experienced larger falls in employment and labour force participation compared to men, even as they faced relatively higher exposure to the virus as frontline workers in healthcare, education, retail and other ‘essential’ industries (Cooper and Mosseri, 2020a). Despite these disruptions, women received relatively little long-term government and regulatory assistance to support their workforce participation and strengthen their long-term economic security.
This annual review of women, work and industrial relations will explore the economic and social impact of the pandemic on women workers in Australia. We begin by focusing on women’s employment and labour force participation, before examining the gendered impact of key policy responses such as the JobKeeper and JobSeeker programmes, early access to superannuation, industry-focused economic stimulus measures, changes to early childhood care and education (ECEC), aged care, pandemic leave and flexible working arrangements. Developments in parental leave and sexual harassment are also briefly discussed.
Employment and labour force participation
Women’s employment and labour force participation were severely impacted by the pandemic and associated lockdowns, which ranged from a 6-week nationwide lockdown between March and May to more than 110 days in Victoria between July and October (ABC News, 2020; Towell et al., 2020). Between March and May, the pandemic’s initial wave, women’s employment fell by 7.6%, while men’s employment fell by 5.9% (ABS, 2020b). Women’s working hours also declined more sharply during this period, falling 10.8% compared to 7.4% for men (ABS, 2020c). These declines were largely attributed to women’s disproportionate concentration in casual work in service-focused sectors heavily affected by the pandemic, namely retail and accommodation and food services (Cooper and Mosseri, 2020b). Women’s labour force participation also suffered during this period, falling 3.7 percentage points, compared to 2.8 percentage points for men (ABS, 2020b), as businesses and schools closed, and women assumed a larger share of unpaid domestic and caregiving responsibilities (Craig and Churchill, 2020).
Although the gender gap in employment and labour force participation had largely closed by September 2020,1 as women re-entered the labour market and returned to jobs at a quicker
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pace than men, the long-term effects of the crisis remain to be seen. Women did not enter the pandemic on equal economic footing with men (Birch and Preston, 2020; Foley et al., 2020) and it is well established that women are disproportionately exposed to financial shocks, owing to their greater concentration in precarious employment (Baird and Hill, 2020; Blanton et al., 2019; Rubery and Rafferty, 2013). We next examine policy responses to the COVID-19 crisis, including the introduction of temporary wage subsidies, the early release of superannuation and other industry-focused stimulus measures.
Economic and policy response
JobKeeper, JobSeeker and early release of superannuation
Responding to steep job losses and business closures in early 2020, the Australian Government announced the $130 billion JobKeeper package, providing some 6 million workers with an historic wage subsidy of $1500 per fortnight (Morrison and Frydenberg, 2020). The package covered full-time and part-time workers, sole traders and casual workers with 12 months or more service with their employer. Employers with less than $1 billion in annual turnover were deemed eligible for JobKeeper if they experienced a self-assessed reduction in revenue of 30% or more after 1 March; employers with more than $1 billion in annual turnover were deemed eligible if they experienced a revenue drop of 50% or more (Morrison and Frydenberg, 2020). Although many part-time workers were temporarily better off under JobKeeper,2 some 950,000 casual workers were excluded from the scheme. These workers were mostly employed in the accommodation and food services, retail trade, and healthcare and social assistance sectors, where women comprise a majority of casual workers (Cassells and Duncan, 2020). At the time of writing, the JobKeeper subsidy was scheduled to expire in March 2021.
To assist unemployed workers, the Government replaced the Newstart Allowance with a single JobSeeker payment and added a temporary $550 per fortnight Coronavirus Supplement,3 effectively doubling the unemployment safety net to $1100 per fortnight. The Government also enabled eligible workers to withdraw up to $10,000 of their superannuation savings in financial years 2019–2020 and 2020–2021. Men accounted for 56% of early release applications, withdrawing $11.5 billion in 2019–2020, while women withdrew $8.5 billion (Australian Tax Office, 2020). Although men made more withdrawals in absolute terms, women withdrew a significantly larger share of their total balances, which were already lower on average than men’s (see AIST, 2020; AMP, 2020; HESTA, 2020). Critics of the early release scheme argued that it will compound the gender gap in superannuation, which sees women retire with approximately 58% of the superannuation savings of men (Clare, 2017).
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Industry-focused spending
Throughout 2020, the Government announced multiple industry-focused spending measures, including, for example, its HomeBuilder package to support residential construction and various initiatives aimed at kickstarting a proposed ‘gas-fired recovery’ (Morrison, 2020a, 2020b). A Grattan Institute analysis of industry-focused spending found that the three industries that received the most support included construction (more than $10 billion), energy ($4 billion) and manufacturing ($3 billion) (Wood et al., 2020a). However, critics argued that these industries – which are both male-dominated and capital intensive – were not only among the least affected by the economic downturn but were also the least likely to create new jobs.
Various scholars and women’s advocates argued that federal spending should be directed instead to labour-intensive industries such as health care, ECEC and aged care, on the basis that such spending would create more jobs and therefore do more to stimulate the economy (see e.g. De Henau and Himmelweit, 2020; Hare, 2020; National Foundation for Australian Women, 2020). Analysing ABS employment multipliers, Richardson and Denniss (2020) found that for every $1 million in economic stimulus directed at education and training, up to 14.9 jobs would be created (of which 10.6 would flow to women); and for every $1 million invested in healthcare, 10.2 jobs would be created (of which 7.9 would flow to women). Conversely, the equivalent spend in construction would yield only 1.2 jobs (of which approximately 0.2 jobs would be filled by women). Across multiple industries, investments in highly feminised sectors led to the creation of more jobs overall – and more jobs for women in particular – than male-dominated industries. Thus, the authors argued, ‘the disparity between the most and least female intensive industries is so stark that they cannot be ignored by those interested in designing job creation stimulus packages’ (Richardson and Denniss, 2020: 9).
Women’s economic security statement
In its 2020–2021 Budget, the Government directed $240 million over 5 years to initiatives specifically aimed at boosting women’s workforce participation and economic security, compared to the total budget expenditure of approximately $500 billion. This spending was broadly outlined in the Government’s 2020 Women’s Economic Security Statement (the ‘Statement’), which extended several policies introduced in the Government’s inaugural 2018 Statement (for background, see Foley et al., 2020). The 2020 statement outlined a range of new and continuing measures aimed at supporting five key priorities: (1) repairing and rebuilding women’s workforce participation and closing the gender pay gap; (2) creating greater choice and flexibility in the management of work and care; (3) supporting women as leaders and positive role models; (4) responding to the diverse needs of women; and (5) securing women’s safety at work and at home (Australian Government, 2020). New
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initiatives in 2020 included funding measures aimed at boosting the number of women in male-dominated occupations and industries, supporting women entrepreneurs and helping women return to the workforce after a midcareer break. Critics, however, argued that the policy was inadequate (see e.g. Dent, 2020; Palmer-Derrien, 2020), because it pledged almost no new funding for childcare, which has long been identified as a major impediment to women’s workforce participation (Foley et al., 2020). ECEC was the focus of several policy changes in 2020 but many of these changes were short-lived, as discussed in the next section.
Early childhood education and care
In April, with childcare centres facing mass closures due to COVID-19 (Shepherd, 2020), the Government announced a $1.6 billion temporary funding package which provided direct subsidies to ECEC centres and made childcare services fee-free for many families (Morrison and Tehan, 2020). The move temporarily suspended the Child Care Subsidy – which the Government implemented in 2018, and under which many parents pay a gap fee (see Klapdor, 2019) – with near universal free care. This signalled a dramatic reversal for the Government which, less than a year earlier, had denounced the Australian Labor Party’s (ALP) plan to increase the Child Care Subsidy for low-income families as a ‘fast-track’ to communism (Iggulden, 2019). Many welcomed the Government’s explicit recognition of ECEC as a vital economic pillar, and hoped the package might herald longer-term change (Ziwica, 2020). However, the policy’s stated objective was to rescue the sector – which includes many for-profit operators4 – from collapse, thereby ‘building a bridge for these valuable services to the other side of this virus’ (Morrison and Tehan, 2020: n.p.).
In July, the Government reinstated the Child Care Subsidy, saying the relief package had ‘succeeded in its objective of keeping services open and viable’ (Tehan, 2020a: n.p.). Additionally, the Government ceased JobKeeper payments to ECEC employees – making this highly feminised sector5 the first to lose such entitlements (Probyn, 2020) – replacing it with a direct subsidy to ECEC providers payable through September (Tehan, 2020a).
Scholars and childcare advocates argued that withdrawing fee-free childcare in a recessionary environment would push women out of the labour force (Hill, 2020; The Parenthood, 2020). It is well established that childcare costs act as a brake on women’s workforce participation in Australia. As women work more hours, they incur higher effective marginal tax rates while their access to government benefits declines, effectively creating a financial disincentive to work (Kitchen and Wardell-Johnson, 2018; Stewart, 2018). Nevertheless, the Government’s 2020–2021 Budget offered no substantive changes to ECEC funding or policy. Its main announcement was a $305.6 million package of subsidies to providers in Victoria, where the second-wave July–October lockdown continued to
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Page 9 of 16
threaten sector viability (Hayne, 2020), and a promise to assist providers in other jurisdictions should they experience further pandemic-related disruptions (Tehan, 2020b).
In response, the ALP pledged to overhaul the Child Care Subsidy if it wins the next election. ALP leader Anthony Albanese promised $6.2 billion over 3 years6 to increase the subsidy from 85% to 90% for families earning less than $80,000, to lift the subsidy cut-off from $365,000 to $530,000, and to smooth the rate at which the subsidy decreases (House of Representatives, 2020). He also promised to remove the Child Care Subsidy cap, which limits annual subsidy payments to $10,560 for families earning a combined income of more than $189,390 per year (House of Representatives, 2020). This setting has been identified as a primary disincentive to sole parents and ‘secondary’ earners (usually women) working more hours (McKell Institute, 2020; Wood et al., 2020b). The ALP also promised to assess the feasibility of a universal 90% subsidy for all families, and to develop a price regulation mechanism to keep childcare fees down (House of Representatives, 2020).
Aged care
Aged care was another highly feminised7 sector impacted by COVID-19, highlighting systemic faults that were the focus of the Royal Commission into Aged Care Quality and Safety (the ‘Royal Commission’) throughout 2020. At the time of writing, more than 2050 cases of COVID-19 (including 685 deaths) had been confirmed in Australian residential aged care facilities, mostly in Victoria (1988 cases) and New South Wales (61 cases) (Department of Health, 2020b). As of mid-October, COVID-19 cases among aged care residents represented 7.5% of all infections, and 75% of virus-related deaths (Department of Health, 2020a). Aged care workers were identified as having the greatest risk of workplace-related COVID-19 exposure; up to four times higher than nurses and eight times higher than the general population (Swan, 2020). By mid-August, aged care workers accounted for more than half of the 2692 health and aged care workers with confirmed cases of COVID-19 in Victoria, most of whom were women (Wahlquist, 2020).
Chronic understaffing; a highly casualised and poorly paid workforce; insufficient training, safety protocols, and personal protective equipment; inadequate government funding; and an incoherent and contradictory policy response – in particular, paying some workers to relinquish second jobs while allowing other workers to claim retention bonuses from multiple employers (Middleton, 2020) – were identified as primary factors accelerating the spread of COVID-19 through aged care facilities, particularly privately-run, for-profit centres (for comprehensive analysis of the policy response and failings in the aged care sector, see Morton, 2020a, 2020b). Many of these deficiencies had already been identified by the Royal Commission (2019), and in prior research (Charlesworth and Howe, 2018), prompting Peter Rozen QC, the senior counsel assisting, to observe that: ‘None of the
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problems that have been associated with the response of the aged care sector to COVID-19 was unforeseeable’ (quoted in O’Mallon, 2020).
In submissions to the Royal Commission, researchers and employee groups pressed the Government to address staffing and low pay (Charlesworth, 2020; Macdonald, 2020). Research produced for the commission found, for example, that 57.6% of aged care residents in Australia live in facilities with staffing levels that were ‘inadequate’ by international standards (Eagar et al., 2019, 2020). Additional funding of $621 million per year would be necessary to ensure that all aged care facilities met minimum or basic standards, and an extra $3.23 billion per year would be required to ensure a high standard of care nationally (Comans et al., 2020). The Health Services Union argued that low wages were a major factor underlying low staffing levels and urged the Government to lift the Medicare levy from 2% to 2.65% to fund sector improvements (Murphy, 2020). The Royal Commission was due to release its final report in February 2021, with workforce issues likely to be a key focus.
Pandemic leave
Unions undertook a campaign to secure paid pandemic leave for casual employees and workers in many female-dominated industries. On 1 April 2020, the Fair Work Commission (FWC) issued a decision to vary modern awards in a range of award-reliant industries covering large numbers of female employees (FWC, 2020e). Varied awards included the Hospitality Award, the Restaurant and Catering Industrial Award and the Clerks-Private Sector Award. Recognising that workers without access to paid personal leave may have been forced to keep working during the pandemic, potentially increasing risks of contagion, the FWC acted on its own volition to vary these awards (FWC, 2020e). The FWC granted 2 weeks’ unpaid pandemic leave, available to all employees covered by 99 awards, until 30 June 2020 (FWC, 2020e). Additional flexibilities included enabling employees to take up to twice as much annual leave at half pay. These provisions were subsequently extended to October (FWC, 2020c).
With the FWC granting unpaid pandemic leave, the Australian Council of Trade Unions (ACTU) and unions began campaigning for paid pandemic leave for healthcare workers. They argued that workers’ increased exposure to the coronavirus, higher infection rates and likelihood of being required to self-isolate on more than one occasion necessitated the provision of paid pandemic leave (FWC, 2020d). The unions also cited the precedent of state and territory public sector health sector workers being granted paid pandemic leave (FWC, 2020a). On 8 July, the FWC rejected the ACTU’s application (FWC, 2020a). The FWC noted that while the unions had focused on securing paid pandemic leave for frontline workers, these employees would largely be covered by enterprise agreements or state-based industrial instruments, not modern awards, which cover employees in the national
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system (FWC, 2020a). Further, the public sector state systems had largely implemented various forms of paid pandemic leave, negating the need for additional paid leave. The overriding factor, however, and based on the testimonials of expert witnesses, was that healthcare workers were not currently experiencing an elevated risk of infection, and paid pandemic leave was therefore not necessary. The FWC left open the possibility of granting paid leave, should the pandemic worsen – which it did. On 22 July, the FWC reviewed the increased numbers of coronavirus cases, and determined that paid pandemic leave should be granted for healthcare employees (FWC, 2020b). On 27 July, the FWC granted 10 days’ paid leave to aged care workers, nurses and health professionals for a period of 3 months. Government-provided paid pandemic leave for these workers was subsequently extended across all jurisdictions (Morrison, 2020c).
Flexible work arrangements
Shortly after the pandemic was declared in March 2020, the Australian Government issued advice that employees should work from home (Morrison, 2020d). At the height of the pandemic, fewer than half of Australian workers attended their usual workplace (ABS, 2020a). By May, governments had started to advise that employees could start to return to their workplaces, although with a resurgence of the pandemic in Victoria in July 2020, many Victorian workers continued to work from home until the end of October (Towell et al., 2020). Research found that working from home during the pandemic enabled men to undertake more caring responsibilities in both public and private sectors (Colley and Williamson, 2020; WGEA, 2020). Other research, however, found that women bore the brunt of domestic and paid work duties, leading to increased levels of work/family conflict (Craig and Churchill, 2020; Johnston et al., 2020). Many employees reported a desire to continue working from home post-pandemic, for at least part of the week (Colley and Williamson, 2020). With much speculation about whether this form of working will become the ‘new normal’, working from home is likely to remain a prominent form of flexible working.
Parental leave
This year also saw the passage of the Paid Parental Leave Amendment (Flexibility Measures) Bill, which amended the Paid Parental Leave Act 2010. Prior to the legislation, employees were required to access the 18 weeks’ government-provided parental leave pay in one continuous period within the first 12 months of birth or adoption. The changed legislation provides for a ‘non-flexible’ period of parental leave, with pay, of 60 days to be taken in the 12 months following the birth or adoption of a child. Eligible employees can then take ‘flexible’ PPL of 30 days within the first 2 years of birth or adoption (Parliament of Australia, 2020b). The flexible PPL can also be accessed by a secondary claimant on the days when they are the primary carer (Services Australia, 2020). This may increase the numbers of men
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taking primary parental leave, which has historically been low, with only 1 in 20 Australian fathers using this leave (Walsh, 2018).
The legislation is designed to increase the flexibility of parental leave pay, and by extension, periods of parental leave. Employees can use the flexible parental leave pay to stagger their return to the workplace, as the 6 weeks do not need to be taken consecutively (Parliament of Australia, 2020b). The employee can also take unpaid parental leave for part of the week, as well as parental leave pay. Women’s groups and community organisations welcomed the legislation but recommended that the scheme be enhanced by extending the period and increasing the rate of parental leave pay, and including superannuation (Senate Community Affairs Legislation Committee, 2020).
Parental leave entitlements were also strengthened in 2020 with the passage of the Fair Work Amendment (Improving Unpaid Parental Leave for Parents of Stillborn Babies and Other Measures) Act 2020. The amendments implemented the recommendations of a Senate Inquiry into stillbirth, which recommended consistency in the parental leave provisions of the Fair Work Act available to parents of stillborn and live babies (Parliament of Australia, 2020a). These amendments increased the unpaid parental leave provisions for parents of stillborn babies and babies who die within the first 2 years of life. Previously, these parents were entitled to 6 weeks’ unpaid parental leave. Parents of stillborn babies and babies who die within 2 years are now entitled to up to 12 months’ unpaid parental leave (Parliament of Australia, 2020a). The legislation also mirrors the provisions in the Paid Parental Leave Act, enabling employees to access flexible parental leave.
Sexual harassment
In March, the Australian Human Rights Commission (AHRC) released its final report on the national inquiry into sexual harassment. The report, entitled Respect@Work, found that sexual harassment is both pervasive and costly, with one-third of workers who responded to the AHRC’s 2018 survey on sexual harassment stating that they had been sexually harassed in the workplace in the preceding 5 years. This persistent harassment cost the economy at least $3.8 billion in legal fees, lost wages and productivity (AHRC, 2020). Based on 460 submissions and consultations with more than 600 individuals, the report offered 55 recommendations including the proposed introduction of a positive duty, which would require employers to ‘take reasonable and proportionate measures to eliminate sex discrimination, sexual harassment, and victimisation, as far as possible’ (AHRC, 2020: 44). Critics have long argued that organisational and regulatory approaches to sexual harassment, prohibited under the Sex Discrimination Act (Cth), are overly reliant on individual complaints (MacDermott, 2020). A positive duty, in contrast, would require organisations to take preventative action, with compliance policed by the AHRC. Positive duties are used in other legislation, notably, the Workplace Health and Safety Act (2011).
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Relatedly, the AHRC stressed that sexual harassment is a workplace health and safety issue and recommended that the model Work Health Safety (WHS) regulations, the single set of WHS laws developed by Safe Work Australia (see Safe Work Australia, n.d.), be amended to include psychological health (AHRC, 2020). Researchers have argued that WHS legislation should regulate sexual harassment, in recognition of the significant mental and psychological harm this behaviour inflicts on workers. However, WHS agencies have not previously recognised sexual harassment as a WHS issue and have not possessed adequate knowledge or resources (Smith et al., 2019). Accordingly, the AHRC recommended that staff in WHS agencies receive training in the prevention of sexual harassment. The re-framing of sexual harassment as a psychological health and safety issue was also evident in its recommendation that the Fair Work Act be amended to incorporate a ‘stop sexual harassment order’ similar to a ‘stop bullying order’ (AHRC, 2020: 46), a remedy currently available under WHS laws.
The AHRC also examined the purpose and use of non-disclosure agreements (NDAs). NDAs are legally enforceable contracts made at the time of the settlement of a sexual harassment case, which can bind parties to keep the terms of the settlement confidential (AHRC, 2020). While NDAs can provide confidentiality for those subjected to sexual harassment, they can also lead to a culture of silence, protect organisations where sexual harassment has occurred and shield repeat offenders (AHRC, 2020). The lack of transparency also hides the outcomes of the settlements, making it difficult to know whether outcomes are fair and consistent (MacDermott, 2020).
Conclusion
In summary, the COVID-19 pandemic has had a disproportionate economic and social impact on women, particularly during the initial phase of the crisis when women lost more jobs and more working hours than men, withdrew from the labour market at a higher rate than men, and assumed a greater share of unpaid caregiving and domestic responsibilities. Although women benefitted from some of the short-term relief measures – for example, as part-time workers receiving the full JobKeeper payment and as ‘secondary’ earners enjoying temporary relief from childcare fees – women’s labour market issues have largely been overlooked in medium- and longer-term stimulus measures. Lessons from previous economic downturns show that recessions, and the austerity measures that typically follow such events, have significant and damaging long-term effects on women’s workforce participation and economic security (Blanton et al., 2019; Rubery and Rafferty, 2013), widening existing inequalities.
Source: Foley, M., & Williamson, S. (2021). Women, work and industrial relations in Australia in 2020. Journal of Industrial Relations, 63(3), 321-337. https://doi.org/10.1177/0022185621996407 (Original work published 2021)
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Case study Supplementary Material
Please ensure you read the provided case study carefully. You are also expected to refer to the supplementary materials supplied, as they will assist you in developing a well-informed and evidence-based response. These resources are essential for completing the assessment to a high standard.
ABC News (2020) The latest on which restrictions will be eased in your state this week. Available at: https://www.abc.net.au/news/2020-05-25/coronavirus-restrictions-eased-in your-state-territory-this-week/12281004 (accessed 26 March 2025).
Foley, M., Williamson, S., & Mosseri, S. (2020). Women, work and industrial relations in Australia in 2019. Journal of Industrial Relations, 62(3), 365-379. https://doi.org/10.1177/0022185620909402
Hare J (2020) Snap Forward Feminist Policy Network: Submission on COVID-19. BroadAgenda. Available at: https://www.broadagenda.com.au/2020/snap-forward-feminist policy-network-submission-to-the-select-committee-on-covid-19/ (accessed 26 March 2025).
National Foundation for Australian Women (NFAW) (2020) Budget 2020: Impact on women. Available at: https://nfaw.org/gender-lens-on-the-budget/gender-lens-on-the budget-2020-2021/ (accessed 26 March 2025).
Richardson D and Denniss R (2020) Gender Experiences during the COVID-19 Lockdown. Canberra: The Australia Institute.
Stewart M (2018) Personal income tax cuts and the new Child Care Subsidy: Do they address high effective marginal tax rates on women’s work? TTPI Policy Brief 1/2018, August. Canberra: Tax and Transfer Policy Institute, Australian National University.
The Australian Government the Treasury 2021: Insights from the first six months of job keepers. Available at : Insights from the first six months of JobKeeper (access date: 26 March 2025).
Workplace Gender Equality Agency (WGEA) (2020) Gendered impacts of COVID19_0. pdf. Sydney: Australian Government. Available at: https://www.wgea.gov.au/sites/ default/files/documents/Gendered%20impacts%20of%20COVID19_0.pdf (accessed 17 December 2020)
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Rubric for Individual Case Study Analysis Report (30%) Fail (0 – 49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85 – 100%) Critical Analysis of Gendered Impacts of COVID-19 Economic Policies (25%)
Fails to identify or misrepresents the gendered effects of the economic support measures. Lacks critical analysis or supporting evidence.
Demonstrates a basic understanding of the gendered impacts with limited critical insight. Analysis is general and lacks depth.
Shows a sound understanding of how the policies impacted women, with some critical analysis supported by relevant evidence.
Provides a detailed and well-reasoned evaluation of the gendered effects of the policies, backed by strong evidence and examples.
Demonstrates exceptional depth of analysis and critical insight into the gendered consequences of economic policy. Evaluation is comprehensive, nuanced, and supported by high-quality evidence. Application of HRM Theories to Explain Policy Impact and Propose Alternatives (30%)
Does not apply or misapplies HRM theories. Fails to link theory with the case or propose relevant strategies.
Applies HRM theories in a limited way with minimal relevance to the case. Strategies proposed lack theoretical grounding.
Demonstrates adequate understanding of HRM theories with some linkage to the case. Provides partially relevant strategies.
Applies HRM theories appropriately and links them clearly to the case. Proposes relevant and theoretically informed strategies.
Applies HRM theories expertly, showing deep understanding. Strategies proposed are insightful, well-justified, and grounded in theory and practice. Use of Evidence, Research, and Ethical AI Integration (15%)
Lacks credible sources or does not use evidence to support the argument. Does not acknowledge AI use, or AI-generated content is used unethically (e.g., AI-generated text is presented as original work).
Uses a limited range of sources, some of which may not be credible. Some attempt to integrate AI, but lacks transparency (e.g., AI assistance not cited) or AI use is superficial.
Uses a range of sources. AI tools (if used) are acknowledged but not always critically evaluated. Evidence supports the argument, though integration may be uneven.
Uses a range of credible sources and transparently integrates AI use (e.g., AI-assisted research, summarization). AI use is appropriately cited and critically evaluated.
Utilises a wide range of credible sources and integrates AI ethically and transparently. AI is used as a tool to enhance critical analysis, not replace original thought. AI use is critically evaluated for reliability and bias. Argument Development, Organisation, and Ethical Use of AI-Generated Content (15%)
Report is unstructured and disorganised. Sections are disjointed, and transitions are unclear or missing. AI-generated content is misused (e.g., direct AI-generated text without critical engagement).
Report has basic structure and organisation. Some sections may be poorly arranged, and transitions are unclear. AI-generated content (if used) is acknowledged but not meaningfully engaged with.
Report has a sound structure and organisation. Some sections may not flow logically or may have weak transitions. AI-generated content (if used) is critically engaged with but could be better integrated.
Report is well-organised with a clear structure. Sections generally flow logically. AI-generated content (if used) is transparently cited and well-integrated.
Report is exceptionally well-organised with a clear structure. AI-generated content (if used) is transparently cited, critically analysed, and meaningfully enhances the originality and depth of the argument.
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Writing Quality, Referencing, and Ethical Citation of AI Use (15%)
Writing is unclear, with frequent grammatical errors. Referencing is inaccurate or absent. AI use (if any) is not cited, or citation is inappropriate.
Writing is often unclear and contains several grammatical errors. Referencing has multiple inconsistencies with APA 7 but has been attempted. AI use is acknowledged but citation is inconsistent.
Writing is generally clear but may contain some grammatical errors. Referencing is mostly accurate but may have minor inconsistencies with APA 7 style. AI use is appropriately cited but lacks critical reflection.
Writing is mostly clear and concise, with few grammatical errors. Referencing is mostly accurate and consistent with APA 7 style. AI use is cited correctly and includes some critical evaluation.
Writing is clear, concise, and free of grammatical errors. Referencing is accurate and follows APA 7 style consistently. AI use is cited correctly, with critical reflection on its role in the research and writing process